Characteristics of Early Adolescence
EPSY 446/ PSCH 423
Summer, 2011, Lecture
Center F3
Tuesdays and Thursdays 4:30 pm -8:30 pm,
Instructor: Dr. Theresa (Terri) Thorkildsen
Office: EPASW 3549
Hours: Before class or by appointment
Phone: (312) 996-8138 E-mail: thork@uic.edu Web: http://www.uic.edu/~thork/fair
Purpose
This course focuses on common dilemmas faced
by young people who are making the transition from childhood into
adolescence. To highlight this period in
human development, we will draw age-related comparisons between children and
adolescents and theorize about how to construct stimulating environments that
account for this developmental transition.
Representations of adolescence in the media and in research will be
compared, calling attention to common stereotypes that limit or support development. Research findings will also be compared with
the details of lives in progress to explore individual differences in
adolescents’ social and intellectual functioning. Ideally, students who finish the course will
have a greater understanding of the common stress and strain as well as the
thrill and excitement associated with the transition into adolescence.
This course is designed to allow students to
fulfill one of the requirements for the Illinois
State Board of Education’s Middle Grades Endorsement and addresses the
following learning outcomes. It includes
educational psychology focusing on the developmental characteristics of early
adolescents, the nature and needs of early adolescents, and the role of the
middle-grade teacher in assessment, coordination and referral of students to
health and social services.
Nevertheless, the course also offers a strong foundation in key
developmental issues that occur in early adolescence and so students from all
program levels (undergraduates, masters, and doctoral) enrolled in professional
schools such as Education, Communications, Nursing, Psychology and Social Work
typically enroll. Click here to see how the specific learning
outcomes are aligned with assessments.
Readings
The readings will come primarily from
journals and book chapters. Most
articles can be found online. Students
will be expected to take advantage of on-line journal services and to master
the technology needed to find course readings.
Those articles that are not online will be distributed in class. For those students who do not have their own
computer connections to the library, the ETL on the second floor of EPASW is
available along with other labs on campus.
Format
Students are expected to read and critique
all assigned readings before coming to class. Class time will be spent clarifying
misunderstandings and/or controversies associated with the material and drawing
connections between theory and empirical research. We will also compare research findings with
media stereotypes and with details of lives in progress, generating conclusions
about how to build nurturing environments.
Needless to say, these forms of knowledge cannot be generated if
students come to class unprepared or fail to collect and study the appropriate
readings. This is a course in which
procrastination often leads to failure.
Assignments
To ensure that we are able to cover a wide range
of topics during our relatively short amount of time together, the course will
rely heavily on jigsaw learning. To
remain responsive to the ebb and flow of the discussion, assignments will not
require a fixed set of readings and students are encouraged to share suitable
materials with the class. To assist with
this process, you will be assigned to small groups based on your interests and
reasons for exploring early adolescence.
Groups will meet during class time to discuss the readings and imagine ways
to use the information in practice.
The syllabus is
posted online and changes may occur across the course. To comply with programmatic needs, a
predetermined set of topics has been established and are listed in the
tentative schedule. Those topics are
sufficiently broad to cover the requirements established for this course. It is very important for a variety of reasons
that you organize your time so that you come to class ready to engage in deeply
reflective, critical thinking about the material you are learning.
Assignments
measure the degree to which you are able to construct general relationships
between topics and support your ideas with research and practical
evidence. Three assessments will be
combined in your final grade: reading summaries, contributions to a group
discussion log, a group presentation, and a final written account of what you
learned from the course. These are
designed to assess whether you are able to integrate the research information
about adolescent development with practical plans for nurturing the growth of
at least one adolescent. Across
assignments we will evaluate three sources of evidence (research findings,
media representations, and details of lives in progress), although these will
be weighted differently in various segments of the course.
Reading summaries.
You will be asked to read 1-2 research articles for each class and write
a brief summary of the major points embedded in the articles. At the beginning of the summary, you will
want to paste the full reference of the paper you are summarizing. At the end of your summary, please write one
question that you think might help others in class think more deeply about the
topic of the article. Groups will meet
during class time to discuss the readings and imagine ways to use the
information in practice. Because you
will probably want to keep a personal copy of the reading summaries for use in
your final project, you are encouraged to use e-mail or Google.docs
to keep track of your work as well as the work of your group members. On the rare occasion when you find yourself
unable to attend class, you are still responsible for submitting your article
summaries to the members of your discussion group. It is also your responsibility to obtain any
assigned readings and procedural information that might have occurred in class
while you were away.
Discussion activities.
Along with the article summaries, you will be asked to create a
discussion log, an activity that is similar to the generation of minutes in a
business meeting. It is here that you
can discuss with members of your group the questions that you have included at
the end of your article summaries. To
assist you in connecting the research information with media representations
and details of lives in progress, we will complete a range of activities in
class. In class, group members will
ideally take turns documenting the details of your small-group
discussions. The note-takers of the week will
be responsible for recording the content of the discussion as well as
documenting who offered each contribution. (Some groups may prefer to record the
discussion and transcribe their conversation, but an accurate gist is perfectly
acceptable. Just be sure to document
where each group member has contributed to the discussion.) The notes should be typed up for critique by
group members in the following class.
Members may edit these notes, add amendments, or delete any material
they do not feel is accurate. If
you must miss a class, you are responsible for adding a make-up contribution to
this discussion, either by commenting on the discussion you missed or by adding
your own answers to discussion questions. Group discussions, in other words, will
include a critique of the accuracy of the transcript from the previous week as
well as a new conversation. Once notes
are approved by the group, a set of the final notes should be placed in a log that will be collected and
evaluated for the midterm and at the end of the course. This log along with your article summaries
will replace the course midterm.
Therefore, I will look for signs of your intellectual growth over time
and the degree to which you are coordinating information from research, media
sources, and lives in progress in your discussions. Labeling participants in each conversation
ensures that your grade is not caused by variation in group dynamics. Group logs also offer each note taker
practice listening to the views of others in a careful manner—and essential
skill in good teaching.
Final project. A
final project consisting of a written
paper and a group presentation
will be used to determine if you have coordinated the information on early
adolescent development with some practical plans for working with such
students. The details of these projects
will be negotiated with the instructor and other group members after the
midterm evaluation of the article summaries and group discussion logs. However, you can begin thinking about how you
will find at least one adolescent to talk with who has the characteristics of
teens you might work with in the future.
Academic honesty
One major issue that seems to be cropping up
across classes in the COE is some form of academic dishonesty, intentional or
accidental. Two issues seem especially
important to discuss as part of our course activities: plagiarism and the use
of assignments for more than one course.
First, your article summaries should represent your version of the main
information you were able to obtain from the readings. You do not need to quote information from the
articles, but may want to do so on a rare occasion. This is an acceptable practice IF you accurately cite the place in the
article you are quoting from; including the last name of all the authors, the
year of the publication, and the page number where the language appears. Similarly, you will be asked to support all
your ideas with evidence in the final paper using the rules outlined in the Publication Manual for the American
Psychological Association. There is
a wide variety of information what would qualify as evidence and a set of
formal rules for citing each of these sources properly. Failure to cite your sources for borrowed
ideas is an act of plagiarism.
Second, in this
course, you are free to use materials from other courses if that information
helps you better understand the developmental processes that occur in early
adolescence. That sort of sharing is
very helpful among professionals. It
will, however, be important for you to use information from the article
summaries and discussion group logs as well as the grading rubric for your
final paper. Grading rubrics
offer an outline of how to meet the requirements of the assignments. We will discuss academic dishonesty further
as part of the course.
Accessibility
UIC strives to ensure the accessibility of programs, classes, and services to
students with disabilities. Reasonable
accommodations can be arranged for students with various types of disabilities,
such as documented learning disabilities, vision or hearing impairments, and
emotional or physical disabilities. If
you need accommodations for this class, be sure to register with the Office of
Disability Services, 1190 SSB, 312-413-2183 (phone), and let your instructor know
your needs.
Tentative Schedule
|
Dates |
Social Sphere |
Common Issues |
|
June 14th |
Characteristics
in Context |
Development is pan-contextual Stage-environment
fit |
|
June 16th |
Selves |
Physical
changes |
|
June 21st |
Selves |
Identity |
|
June 23rd |
Families |
Attachment/parenting |
|
June 28th |
Families |
Siblings/family
structure |
|
June 30th |
Peers |
Intimate relationships (friendships/romance) |
|
July 5th |
Peers Discussion logs due |
Exchange relationships (acquaintanceship/aggression |
|
July 7th |
Schools |
Motivation |
|
July 12th
|
Schools |
Achievement |
|
July 14th
|
Neighborhoods and communities Last day required for discussion logs |
Civic engagement |
|
July 19th |
Societies |
Civil engagement (media/citizenship) |
|
July 21st |
Final papers due no later than July 25th Final group discussion logs due as soon as
they are ready. |
Group presentations |
June 14th Characteristics in context
Cook, T. D., Herman,
M. R., Phillips, M., & Settersten, Jr., R. A.
(2002). Some ways in which neighborhoods, nuclear families, friendship
groups, and schools jointly affect changes in early adolescent development.
Child Development, 73, 1283-1309.
Eccles, J. S., Midgley, C., Wigfield, A.,
Buchanan, C. M., Reuman, D., Flanagan, C., &
McIver, D. (1993).
Development during adolescence: The impact of stage-environment fit on young
adolescents’ experiences in schools and in families. American Psychologist, 48, 90-101.
Luthar,
S. S., Cicchetti, D., & Becker, B. (2000). The construct of
resilience: A critical evaluation and guidelines for future work. Child Development, 71, 543-562.
June 16th Self-System:
Physical changes
Brooks-Gunn, J.,
& Reiter, E. O. (1990). The role of pubertal
processes. In S. S. Feldman,
& G. R. Elliott (Eds.), At the threshold: The
developing adolescent (pp. 16-53).
Golombok,
S., MacCallum, F., & Goodman, E. (2001). The “test-tube”
generation: parent-child relationships and the psychological well-being of in
vitro fertilization children at adolescence. Child Development, 72, 599-608.
Jones, D. C. (2004). Body image among
adolescent girls: A longitudinal study. Developmental
Psychology, 40 (5), 823-835.
Jones, D. C., Vigfusdottir, T. H., & Lee, Y. (2004). Body image and
the appearance culture among adolescent girls and boys: An examination of
friend conversations, peer criticism, appearance magazines, and the
internalization of appearance ideals. Journal
of Adolescent Research, 19,
323-339.
Larson, R. W.,
Moneta, G., Richards, M. H., & Wilson, S. (2002). Continuity, stability,
and change in daily emotional experience across adolescence. Child
Development, 73, 1151-1165.
Rosenblum,
G. D., & Lewis, M. (1999). The relations among body image, physical
attractiveness, and body mass in adolescence.
Child Development, 70, 50-64.
June 21st Self-System: Identity
Cole, D. A., Maxwell,
S. E., Martin, J. M., Peeke, L. G., Seroczynski, A. D., Tram, J. M., Hoffman, K. B., Ruiz, M.
D., Jacquez, F., & Maschman,
T. (2001). The development of multiple domains of child and adolescent
self-concept: A cohort sequential longitudinal design. Child Development, 72, 1723-1746.
Ferkany,
M. (2008).
The educational importance of self esteem. Journal of Philosophy of Education, 42, 119-131.
French, S. E. (2006).
The development of ethnic identity during adolescence.
Developmental Psychology, 42, 1-10.
Damon, W., &
Hart, D. (1988).
A developmental model of self-understanding. In W. Damon & D. Hart, Self-understanding in childhood and
adolescence.
Holcomb-McCoy, C.
(2005). Ethnic identity development in early adolescence: Implications and
recommendations for middle school counselors.
Lapsley,
D. K. (1993).
Toward an integrated theory of adolescent ego development: The “new look” at
adolescent egocentrism. American Journal
of Orthopsychiatry, 63, 562-571.
Matsuba,
M. K., & Walker, L. J. (1998). Moral reasoning in the context of ego
functioning. Merrill-Palmer Quarterly, 44,
464-483.
Ohannessian,
C. M., Lerner, R. M., Lerner, J. V., & von Eye, A. (1999). Does self-competence
predict gender differences in adolescent depression and anxiety? Journal of
Adolescence, 22, 397-411.
Oyserman,
D., Bybee, D., & Terry, K. (2006). Possible selves and
academic outcomes: How and when possible selves impel action. Journal of Personality and Social
Psychology, 91, 188-204.
Roche,
K. M., Ensminger, M. E., Ialongo,
N., Poduska, J. M., Kellam,
S. G. (2006). Early entries into adult roles: Associations with aggressive
behavior from early adolescence into young adulthood. Youth & Society, 38, 236-261.
Shih, M., &
Sanchez, D. T. (2005). Perspectives and research on the
positive and negative implications of having multiple racial identities, Psychological Bulletin, 131, 569-591.
Umana-Taylor,
A., Gonzales-Backen, M., & Guimond,
A. B. (2009).
Latino adolescents’ ethnic identity: Is there a developmental progression and
does growth in ethnic identity predict growth in self-esteem? Child
Development, 80, 391-405.
Yasui,
M., Dorham, C. L., & Dishion,
T. J. (2004).
Ethnic identity and psychological adjustment: A validity analysis for European
American and African American adolescents. Journal of Adolescent Research,
19, 807-825.
Yip, T., Seaton, E.
K., & Sellers, R. M. (2006). African American racial identity across the
lifespan: Identity status, identity content, and
depressive symptoms. Child Development, 77, 1504-1517.
June 23rd Family: Attachment
Bradley, R. H., &
Corwyn, R. F. (2001). Home environment and
behavioral development during early adolescence: The mediating and moderating
roles of self-efficacy beliefs. Merrill-Palmer
Quarterly, 47, 165-187.
Constantine,
M. G. (2006). Perceived family conflict, parental attachment,
and depression in African American female adolescents. Cultural
Diversity and Ethnic Minority Psychology, 12(4): 697-709.
DeGoede, I.
H. A., Branke, S. J. T., & Meeus,
W. H. J. (2009).
Developmental changes in adolescents’ perceptions of relationships with their
parents. Journal of Youth and
Adolescence, 38, 75-88.
Eisenberg, N., Fabes, R. A., Shepard, S. A.,
Guthrie, I. K., Murphy, B. C., & Reiser, M.
(1999). Parental reactions to children’s negative emotions:
Longitudinal relations to quality of children’s social functioning. Child Development, 70, 513-534.
Engels, R. C. M. E., Finkenauer, C., & van Kooten,
D. C. (2006). Lying behavior, family functioning and
adjustment in early adolescence. Journal
of Youth and Adolescence, 36, 949-958.
Hill, N. E., &
Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic
assessment of the strategies that promote achievement. Developmental Psychology, 45, 740-763.
Hoyt, W. T., Fincham, F. D., McCullough, M. E., Maio,
G., & Davila, J. (2005). Responses to interpersonal transgressions in
families: Forgivingness, forgivibility, and
relationship-specific effects. Journal of
Personality and Social Psychology, 89, 375-394.
Laursen,
B., Coy, K. C., & Collins, W. A. (1998). Reconsidering
changes in parent-child conflict across adolescence: A meta-analysis. Child Development, 69, 817-832.
Martin, T. F., White,
J. M., & Perlman, D. (2003). Religious socialization: A test of the
channeling hypothesis of parental influence on adolescent faith maturity. Journal of Adolescent Research, 18,
169-187.
McGue,
M., Elkins, I., Walden, B., & Iacono, W. G.
(2005).
Perceptions of the parent-adolescent relationship: A longitudinal
investigation. Developmental Psychology, 41, 971-984.
Persson, A.,
Kerr, M., & Stattin, H. (2007).
Staying in or moving away from structured activities: Explanations involving
parents and peers. Developmental
Psychology, 43, 197-207.
Pettit, G. S., Laird,
R. D., Dodge, K. A., Bates, J. E., & Criss, M. M.
(2001). Antecedents and behavior-problem outcomes of parental
monitoring and psychological control in early adolescence. Child Development, 72, 583-598.
Schwartz, S. J., Mason, C. A., Pantin, H., & Szapocznik, J.
(2009).
Longitudinal relationships between family functioning and
identity development in Hispanic adolescents. Journal of Early
Adolescence, 29, 177-211.
Smetana, J. G. (2000).
Middle-class African American adolescents’ and parents’ conceptions of parental
authority and parenting practices: A longitudinal investigation. Child Development, 71, 1672-1686.
Smits, I., Soenens,
B., Luyckx, K., Duriez, B.,
Berzonsky, M., & Goossens,
L. (2008).
Perceived parenting dimensions and identity styles: Exploring the socialization
of adolescents’ processing of identity-relevant information. Journal of
Adolescence,31, 151-164.
Vernberg, E.
M., Beery, S. H., Ewell, K. K., & Abwender, D. A. (1993).
Parents’ use of friendship facilitation strategies and the formation of
friendships in early adolescence: A prospective study. Journal of Family Psychology, 7, 356-369.
June 28th Family; Siblings and structure
Bradley,
R. H., & Corwyn, R. F. (2001). Home environment and
behavioral development during early adolescence: The mediating and moderating
roles of self-efficacy beliefs. Merrill-Palmer
Quarterly, 47, 165-187.
Brody, G. H., Dorsey,
S., Forehand, R., & Armistead, L. (2002). Unique and
protective contributions of parenting and classroom processes to the adjustment
of African American children living in single-parent families. Child Development, 73, 274-286.
Criss,
M. M., & Shaw, D. S. (2005). Sibling relationships as
contexts for delinquency training in low-income families. Journal of Family Psychology, 19,
592-600.
Feinberg, M. E., Neiderhiser, J. M., Simmens,S., Teiss, D., &
Hetherington, E. M. (2000). Sibling comparison of differential parental
treatment in adolescence: Gender, self-esteem, and emotionality as mediators of
the parenting-adjustment association. Child
Development, 71, 1611-1628.
Howe, N., Aquan-Assee, J. (2000). Sibling
self-disclosure in early adolescence. Merrill-Palmer Quarterly, 46, 653-671.
Kim, J-Y., McHale, S.
M., Osgood, D. W., & Crouter, A. C. (2006). Longitudinal course
and family correlates of sibling relationships from childhood through
adolescence. Child Development, 77,
1746-1761.
Kim, J-Y, McHale, S.
M., Crouter, A. C., & Osgood, D. W. (2007). Longitudinal
linkages between sibling relationships and adjustment from middle childhood
through adolescence. Developmental
Psychology, 43, 960-973.
Lehman, S. J., &
Koerner, S. S. (2002). Family financial hardship and adolescent girls’
adjustment: The role of maternal disclosure of financial concerns. Merrill-Palmer Quarterly, 48, 1-24.
McHale, S. M., Updegraff, K. A., Helms-Erikson, H., & Crouter, A. C. (2001). Sibling influences on gender
development in middle childhood and early adolescence: A longitudinal study. Developmental Psychology, 37, 115-125.
Rosenberg, B. G.,
& Hyde, J. S. (1993). The only child: Is there only one kind of
only? The Journal of Genetic Psychology:
Research and Theory on Human Development, 154, 269-282.
Sharma, A. R., McGue, M. K., & Benson, P. L. (1998). The psychological
adjustment of
Updegraff,
K. A., McHale, S. M., & Crouter, A. C. (2000). Adolescents’
sex-typed friendship experiences: Does having a sister versus a brother matter?
Child Development, 71, 1597-1610.
June 30th Peers: Intimacy (friendship and
romance)
Arndorer,
C. L., & Stormshak, E. A. (2008). Same-sex versus
other-sex best friendship in early adolescence: Longitudinal predictors of
antisocial behavior throughout adolescence. Journal
of Youth and Adolescence, 37, 1059-1070.
Bos, H. M. W., Sandfort, T. G. M., de Bruyn, E.
H., Makvoort, E. M. (2008). Same sex attraction,
social relationships, psychosocial functioning, and school performance in early
adolescence. Developmental Psychology, 44,
59-68.
Brendgen,
M., Vitaro, F., Doyle, A. B., markiewicz,
D., & Bukowski, W. M. (2002). Same-sex peer
relations and romantic relationships during early adolescence: Interactive
links to emotional, behavioral, and academic adjustment. Merrill-Palmer Quarterly, 48, 77-103.
Bukowski,
W. M., Sippola, L. K., & Newcomb, A. F. (2000). Variations
in patterns of attraction to same- and other-sex peers during early
adolescence. Developmental
Psychology, 36, 147-154.
Chan, A., Poulin, F., (2007). Monthly changes in
the composition of friendship networks in early adolescence. Merrill-Palmer Quarterly, 53, 578-602.
Furman, W., Simon, V.
A., Shaffer, L., & Bouchey, H. A. (2002). Adolescents’
working models and styles for relationships with parents, friends, and romantic
partners. Child Development, 73,
241-255.
Harter, S., Waters,
P., & Whitesell, N. R. (1998). Relational
self-worth: Differences in perceived worth as a person across interpersonal
contexts among adolescents. Child
Development, 69, 756-766.
Jones, D. C., Newman,
J. B., & Bautista, S. (2005). A three-factor model of teasing: The
influence of friendship, gender, and topic on expected emotional reactions to
teasing during early adolescence. Social
Development, 14, 421-439.
Kiefer, S. M., &
Ryan, A. M. (2008). Striving for social dominance over
peers: The implications for academic adjustment during early adolescence.
Journal of Educational Psychology, 100,
417-428.
Kiesner,
J., Cadinu, M., Poulin, F.,
& Bucci, M. (2002). Group identification
in early adolescence: Its relation with peer adjustment and its moderator
effect on peer influence. Child
Development, 73, 196-208.
Nesdale,
D., & Flesser, D. (2001). Social
identity and the development of children’s group attitudes. Child Development, 72, 506-517.
Parker, J. G., Low,
C. M., Walker, A. R., & Gamm, B. K. (2005). Friendship jealousy
in young adolescents: Individual differences and links to sex, self-esteem,
aggression, and social adjustment. Developmental
Psychology, 41, 235-250.
Rubin,
K., Fredstrom, B., & Bowker,
J. (2008). Future directions in … friendship in
childhood and early adolescence. Social
Development, 17, 1085-1096.
Schneider,
B.H., Woodburn, S.,
Simpkins,
S. D., Parke, R. D., Flyr, M. L., & Wild, M. N.
(2006). Similarities in children’s and early
adolescents’ perceptions of friendship qualities across development, gender,
and friendship qualities. Journal
of Early Adolescence, 26, 491-508.
July 5th Peers: Exchange (acquaintanceship and
aggression)
Connell, A. M. & Dishion,
T. J. (2006).
The contribution of peers to monthly variation in adolescent depressed mood: A
short-term longitudinal study with time-varying predictors. Development and
Psychopathology, 18, 139-154.
Dishion,
T. J., McCord, J., & Poulin, F. (1999). When interventions
harm: Peer groups and problem behavior. American
Psychologist, 54, 755-764.
Juvonen, J., Nishina, A., & Graham, S. (2000). Peer harassment,
psychological adjustment, and school functioning in early adolescence. Journal of Educational Psychology, 92,
349-359.
Pellegrini,
A. D., Bartini, M., & Brooks, F. (1999). School bullies,
victims, and aggressive victims: Factors relating to group affiliation and
victimization in early adolescence. Journal
of Educational Psychology, 91, 216-224.
Poulin,
F., & Boivin, M. (2000). The
role of proactive and reactive aggression in the formation and development of
boys’ friendships. Developmental
Psychology, 36, 233-240.
Smith, P. K., Cowie, H., Olafsson, R. F., Liefooghe, A. P. D. (2002). Definitions of bullying: A
comparison of terms used, and age and gender differences in a fourteen-country
international comparison. Child
Development, 73, 1119-1133.
Stuart,
J., Fondacaro, M., Miller, S. A., Brown, V., & Brank, E. M. (2008). Procedural justice in family conflict
resolution and deviant peer group involvement among adolescents: The mediating
influence of peer conflict. Journal of
Youth and Adolescence, 37, 674-684.
Vernberg,
E. M., Greenhoot, A. F., & Biggs, B. K. (2006). Intercommunity
relocation and adolescent friendships: Who struggles and why? Journal of Consulting and Clinical
Psychology, 74, 511-523.
Walker-Barnes, C. J.,
& Mason, C. A. (2001). Ethnic differences in the effect of
parenting on gang involvement and gang delinquency: A longitudinal,
hierarchical linear modeling perspective. Child
Development, 72, 1814-1831.
Xie,
H., Li, Y., Boucher, S. M., Hutchins, B. C., & Cairns, B. D. (2006). What makes a girl (or
a boy) popular (or unpopular)? African American children’s
perceptions and developmental differences. Developmental Psychology, 42, 599-612.
July 7th Schools: Motivation
Bandura, A. (1977). Self-efficacy:
Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Graham, S. (2004). The role of perceived responsibility in nurturing morality. In T. A. Thorkildsen, &
H. J. Walberg (Eds), Nurturing morality (pp. 19-36).
Grolnick,
W. S., & Ryan, R. M. (1987). Autonomy in children’s learning: An
experimental and individual differences investigation. Journal of Personality and Social Psychology, 52, 890-898.
Klassen, R. M., & Krawchuk, L. L.
(2009). Collective motivation beliefs of early
adolescents working in small groups. Journal
of School Psychology, 47, 101-120.
Legault,
L., Green-Demers, I., & Pelletier, L. (2006). Why do high school
students lack motivation in the classroom? Toward an
understanding of academic amotivation and the role of
social support. Journal of
Educational Psychology, 98, 567-582.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations:
Classic definitions and new directions. Contemporary
Educational Psychology, 25, 54-67.
Simpkins, S. D.,
Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science
motivation: A longitudinal examination of the links between choices and
beliefs. Developmental Psychology, 42,
70-83.
Thorkildsen, T. A.,
Golant, C. J., & Richesin, L. D. (2007) Reaping
what we sow: Cheating as a mechanism of moral engagement. In E. M. Anderman, & T. B. Murdock
(Eds.), The psychology of academic cheating (pp.
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Thorkildsen, T. A.
& Nicholls, J. G. (1998). Fifth graders’ achievement orientations and
beliefs: Individual and classroom differences. Journal of Educational Psychology, 90, 179-201.
Walls, T. A., &
Little, T. D. (2005). Relations among personal agency,
motivation, and school adjustment in early adolescence. Journal of Educational Psychology, 97,
23-31.
Woolley,
M. E., & Bowen, G. L. (2007). In the context of risk:
Supportive adults and the school engagement of middle school students. Family Relations, 56, 92-104.
July 12th Schools: Achievement
Anderman, E. M., Griesinger, T., & Westerfield,
G., (1998).
Motivation and cheating during early adolescence. Journal of Educational Psychology, 90,
84-93.
Bean, R. A., Bush, K.
R., McKenry, P. C., Wilson, S. M. (2003). The impact of parental support, behavioral control, and
psychological control on the academic achievement and self-esteem of African
American and European American adolescents. Journal
of Adolescent Research, 18, 523-541.
Bouchey, H. A., &
Harter, S. (2005). Reflected appraisals, academic
self-perceptions, and math/science performance during early adolescence.
Journal of Educational Psychology, 97,
673-686.
Cook, T. D., Deng,
Y., & Morgano, E. (2007). Friendship influences
during early adolescence: The special role of friends’ grade point average. Journal of Research on Adolescence, 17,
325-356.
de Bruyn,
E. H., Deković, M., & Meijnen,
G. W. (2003). Parenting, goal orientations, classroom
behavior, and school success in early adolescence. Applied Developmental Psychology, 24,
393-412.
Kurtz-Costes, B., Rowley, S. J., Harris-Britt, A., & Woods,
T. A. (2008). Gender stereotypes about mathematics and
science and self-perceptions of ability in late childhood and early
adolescence. Merrill-Palmer
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K., & Tellegen, A. (2005). Developmental
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symptoms over 20 years. Developmental
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Murdock, T. B., Miller,
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Pathways through which mentoring relationships influence adolescents’ academic
adjustment. Child Development, 71,
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July 14th Neighborhood: Civic engagement
Bobek,
D., Zaff, J., Li, Y., & Lerner, R. M. (2009). Cognitive,
emotional, and behavioral components of civic action: Towards an integrated
measure of civic engagement. Journal of Applied
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adolescence on positive outcomes. Journal
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July 19th Societies: Civil engagement
Hargreaves, D., Tiggemann, M. (2003). The
effect of "thin ideal" television commercials on body dissatisfaction
and schema activation during early
adolescence.
Journal of Youth & Adolescence, 32, 367-373.
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Polce-Lynch,
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C. (2001). Adolescent
self-esteem and gender: Exploring relations to sexual harassment, body image, media influence, and emotional
expression. Journal of Youth & Adolescence, 30, 225-244.
Thorkildsen,
T. A., Golant, C. J., & Cambray-Engstrom, E. (2008). Essential solidarities for
understanding Latino adolescents’ moral and academic engagement. In C. Hudley, & A. E. Gottfried (Eds.), Academic motivation and the culture of
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Yan, Z. (2006). What
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internet? Developmental Psychology, 42, 418-428.
Case Studies and Overview
Below are the "booster
shot" details related to development in the middle grades that I have
talked about with the Area Instructional Officers in Chicago Public Schools. This was
part of a two-day workshop in which I was the equivalent of a "warm-up
band" for Richard Elmore, who worked with AIOs on how to detect weaknesses
in literacy instruction. Feedback and
opportunities for further collaborations are most welcome! Note, we did not have time to talk about how
to connect these issues to students civic and civil
development, but extensions are easily to imagine.